• Journal of Engineering Education Research
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• v.18 no.6
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• pp.38-45
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• 2015

This study aims to conduct a case study of the Science, Technology, Engineering, Arts, and Mathematics (STEAM) outreach program development and their application. This program was operated by 184 middle and high school students at C University on October 2014. The major results of these studies were as follows: First, The theme of the outreach program consisted of four engineering areas, aerospace engineering, chemical engineering, architectural engineering, and mechatronics (robot) engineering; moreover, the materials for the students' workbook, the guidebook for teachers, and the program operation manual for staffs in a university were developed by working with four authors and ten subject matter experts. Second, the satisfaction level with the contents and activities was ranged from 4.24-4.31 out of 5 points. Third, the vitalizing activation plan was discussed for the sustainable development and operation of the STEAM outreach program.

• Journal of the Korea Furniture Society
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• v.19 no.5
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• pp.403-410
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• 2008

This study is a background for developed woodworking educational program. To achieve the propose of this research, related to handwork to figure out the concept, changes and characteristics of handwork and the products of handwork. The areas of woodworking needs basic hand function of gripping and hooking, strong hands and stability of hand operation. Activities of this area can enhance the ability of controlling the strength of hand and the stability of hand operation. The use of both hands in woodworking promotes the coordination of both hands and handling ability. In the woodworking, diverse functions of hands are used with various tools. Each hand may be move differently, and the hand operation is elaborated. These features of woodworking help growing coordinations and hand function, and developing brain and creativeness.

• Journal of Educational Research in Mathematics
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• v.11 no.2
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• pp.257-271
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• 2001

This study investigated the new revised Mathematics curriculums of elementary schools in Korea and Japan at the end of the 20th century. The comparison was made especially with revising direction, purposes, and contents of elementary school mathematics curriculum in both countries. I began by comparing and confirming the ratio of instruction hours of Mathematics to the total instruction hours of all the subjects at as whole. This comparison was done of the elementary and middle school mathematics. The next part of the study was to compare in detail the purposes of revised mathematics in elementary and middle schools of both countries. Particular attentions was paid to the important revised points of Japanese elementary school Mathematics. Finally, I concluded by comparing the contents of elementary school Mathematics of the two countries. New mathematic text books in both countries having been published by revised curriculum, puts the future task in comparing, in detail, the concrete contents of each textbook.

• Journal of Educational Research in Mathematics
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• v.11 no.2
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• pp.385-402
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• 2001

The purpose of this study is to conceptualize 'proof' school mathematics. We based on the assumption the following. (a) There are several different roles of 'proof' : verification, explanation, systematization, discovery, communication (b) Accepted criteria for the validity and rigor of a mathematical 'proof' is decided by negotiation of school mathematics community. (c) There are dynamic relations between mathematical proof and empirical theory. We need to rethink the nature of mathematical proof and give appropriate consideration to the different types of proof related to the cognitive development of the notion of proof. 'proof' in school mathematics should be conceptualized in the broader, psychological sense of justification rather than in the narrow sense of deductive, formal proof 'proof' has not been taught in elementary mathematics, traditionally, Most students have had little exposure to the ideas of proof before the geometry. However, 'proof' cannot simply be taught in a single unit. Rather, proof must be a consistent part of students' mathematical experience in all grades, in all mathematics.

• Journal of Educational Research in Mathematics
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• v.11 no.2
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• pp.403-419
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• 2001

The axiomatic geometry unit of the space figure in Mathematics II in the expository book of high school math curriculum (published by Ministry of Education, June 20, 1995) suggests some teaching points to bear in mind, so as not to make use of the system of axiom. However, it doesn't take the axiom about the space geometry as a starting point of argument, and so many textbooks can be found, in which intuitively true propositions are proved acceptable by the logical ambiguous statements. Thus, this study analyzes the contents of axiomatic geometry in high school math II textbooks and draws their problems. As an alternative improvement, 3 kinds of axiom on the space geometry and some important propositions, which are basic to proofs of proposition, will be presented here in this paper.

• Journal of Educational Research in Mathematics
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• v.13 no.1
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• pp.1-12
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• 2003

이 논문은 수학적 개념의 뜻과 과 중요성을 살펴본 다음, 연구자가 소속되어 있는 한국의 대학생과 연구자가 연구년 동안 강의한 바 있는 미국의 대학생이 갖고 있는 수학적 개념의 수준에 대하여 조사하여 보고, 그 차이점을 비교하여 수학교육의 개선을 위한 시사점을 찾아보고자 하였다. 본 연구는 수학적 개념을 수학적 지식의 구성, 수학적 지식의 구조, 수학적 지식의 현상, 수학을 행하기, 수학적 아이디어의 가치 인식, 구성으로서의 학습, 유용한 노력으로서의 수학으로 분류하고 각 개념에 대한 양국 학생들의 인식 정도를 설문조사 방식으로 조사하였다. 본 연구에서 한국 학생들은 수학적 개념에 대한 7개의 영역 중에서 '수학적 지시의 현상', '수학을 행하기'를 제외한 5개의 영역에서 더 높은 수준을 보였다. 앞으로 한국의 수학교육은 수학을 실제로 행하는 활동을 더욱 강조하여야 할 것이다.

• Journal of Educational Research in Mathematics
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• v.13 no.1
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• pp.13-28
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• 2003

Practice of proof is considered in, the view of language and meta-mathematics, recognizing the role of proof that is the means of communication and development of mathematical understanding. Linguistic components in proof texts are symbol, verbal language and visual text, and contain the implicit knowledge in the meta-mathematics view. This study investigates the functions of linguistic elements according to Halliday's functional grammar and the rhetoric skills in proof texts in math textbook, teacher's note, and student's written text. We need to inquire into the aspects of language for mathematics learning process and the understanding and use of students' language.

• Journal of Educational Research in Mathematics
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• v.13 no.1
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• pp.95-106
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• 2003

This study attempts to identify the characteristics of the structure of mathematics textbooks of North Korean high schools. The previous researches on the mathematics textbooks of North Korea show that North Korean mathematics textbooks have a linear structure, which is different from a spiral structure of South Korean textbooks. However, this study found that the textbooks of North Korea published after 1994 indicate that some sections reveal a spiral structure. In addition, most sections of North Korean mathematics textbooks are collectively composed, particularly so in the section of algebra.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.81-93
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• 2002

This study is on the introduction of the natural logarithm by the quadrature of the hyperbola. In School mathematics curriculum, Logarithm is introduced formally. But in that introduction, students could't know the meaning of the natural logarithm and e well. Historically, natural logarithm is related to the quadrature of the hyperbola. So in this study we consider the introduction of the natural logarithm by the means of quadrature of the hyperbola and the significance of the introduction.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.95-108
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• 2002

In this article we drew out five definition-methods in school geometry. They are called synonymous method, denotative method, analytic method. And we analyzed them theoretically. On our analysis we tried to identify the level of common sense and the level of science in definition of those two levels on the definition-methods of circle. While the definition-method in elementary school could be regarded as the level of common sense, that in middle school could be considered as the level of science. Finally, we made the following didactical comments. Definitions in school mathematics might have the levels as regard to their roles. Thus, Mathematics teachers, curriculum developers, and text authors all need to recognize the subtle differences in the level of definition-methods.